Semantic support environment for research activity

Scholarly activities are a collection of academic related activities such as research, teaching and consultation work which result in research outputs such as journals, theses and articles in proceedings. The output will then be disseminated to researchers all over the world by means of the WWW. The four pillars of this scholarship i.e. discovery, teaching, application, and integration of knowledge are supported by research activities which often start with the process of identifying key research questions. The ocean of information available on the interact could sometimes cause the scholars to be ＂lost in Cyber Ocean＂ Thus, this study aims at recognizing the key research questions and suggesting a support environment for scholarly activities for novice researchers. A structured interview was conducted among researchers to capture three pertinent aspects of research activities： becoming proficient in the new field of research, reviewing a research paper and identifying special research interests in specific research areas. The analysis of the interview shows pertinent questions that scholar make while carrying out their research. The feedback provides an overview of the range and altitude of support needed by scholars in seeking information especially in the electronic joumal environment. Based on the result of the study, a proposal for system prototype and future work will be discussed.     

Overview on agent application to support collaborative learning interaction

Collaborative learning involves students working together to aid their learning and is considered an effective method to implement learning goal. However, it involves complicated processes such as have inconvenient assistance to manage the increasing demand for information and support extension of interaction and how to activate collaboration interaction and communication between different types of interactions. A collaborative learning model based on agent can improve learaing effectiveness and give good impact to learning process. This paper discusses the definition, classification and roles of agent to support collaborative learning interaction in E-learning. It overviews the rapidly use of agents to support collaborative learning and describes the types of interaction and communication tools to enhance interaction between all participants. We identify three types of major agents used in collaborative learning interaction; interface agent, information and internet agent, and collaborative agent.     

A Correlational Study of Foreign Language Anxiety and Library Anxiety Among Non-native Speakers of English: A Case Study in a Malaysian Public University

This study examines the correlation of the dimensions of foreign language anxiety and library anxiety among undergraduates at a public university in Malaysia. The Malay translated versions of the Foreign Language Classroom Anxiety Scale (FLCAS) and the Library Anxiety Scale (LAS) were completed by 147 students pursuing a Foundation in Science course. Analysis revealed a significant correlation in all the dimensions of library anxiety with three of the dimensions of foreign language anxiety, namely speaking anxiety, self-evaluation anxiety, and learner anxiety. The findings in this study will enable librarians to be aware of the anxieties faced by students which can help in the planning and delivery of services and instruction.     

Rethinking knowledge hierarchies – bridging the gulf between theory and practice: the case of Frankfurt airport’s billing department

This paper examines the value of concrete empirical data in enhancing our understanding of knowledge hierarchies (KHs). Theoretical debate has generated different insights and perspectives, but the term (KH) remains a misconstrued principle. In today’s age of austerity, managing complex administrative processes in an airport billing environment, while striving for effectiveness and efficiency is challenging. These billing processes are influenced by the existing organisational KH. This study sheds light on the hybrid forms of KH: first, the theoretical impact: through data, information and knowledge as KH; second, the stakeholders’ understanding of their role within business processes. The method adopted for this study is influenced by the nature of the problem to be addressed. It uses a qualitative approach, analysing the billing processes and conducting interviews to gauge the stakeholders’ perceptions in order to demonstrate that there are significant variations in understanding organisational key roles.     

Electromagnetic field exposure as a plausible approach to enhance the proliferation and differentiation of mesenchymal stem cells in clinically relevant scenarios

Mesenchymal stem/stromal cell(MSC)-based therapy has been regarded as one of the most revolutionary breakthroughs in the history of modern medicine owing to its myriad of immunoregulatory and regenerative properties.With the rapid progress in the fields of osteo-and musculoskeletal therapies,the demand for MSC-based treatment modalities is becoming increasingly prominent.In this endeavor,researchers around the world have devised new and innovative techniques to support the proliferation of MSCs while minimizing the loss of hallmark features of stem cells.One such example is electromagnetic field(EMF)exposure,which is an alternative approach with promising potential.In this review,we present a critical discourse on the efficiency,practicability,and limitations of some of the relevant methods,with insurmountable evidence backing the implementation of EMF as a feasible strategy for the clinically relevant expansion of MSCs.     

Mathematics Achievement as a Function of Within- and Between-School Differences

Achievement in mathematics of eighth-grade students is modeled as a function of within-school, between-school and cross-country differences. The data were obtained from 217,728 students, within 7,216 secondary schools, in 48 countries, who participated in the 2007 Trends in International Mathematics and Science Study. Multilevel analysis showed that out of the total variance in mathematics achievement, 40.39%, 20.61%, and 38.99% were accounted for within-school, between-school-within-country, and cross-country differences, respectively. Mathematics self-concept followed by socioeconomic status was the strongest predictor of achievement at the student level. At the school level, school location yielded the strongest link to achievement, while at the country level socioeconomic status was the main predictor of national mathematics average.